Reading Summary - Farmer (2005)

Farmer, L. (2005). Digital Inclusion: Teens and Your Library - Exploring the Issues and Acting on Them. Westport, Connecticut: Libraries Unlimited.

This book examines thoroughly how to include technology, social media, and other digital means into library planning for teens. Not only does it give practical guidance to librarians struggling with small budgets and limited community support, but it also goes into detail on the kinds of specific digital support young adults will need at varying stages and the library’s role in providing that support.

Chapter 5 covers the subject of access to technology and the library’s role in providing that access to patrons who might not have it otherwise. This is one of the most important ways a library can make itself useful to its patrons, and in this day and age, remaining relevant is extremely important. Chapter 2 goes into detail about “underserved groups” such as the disabled, the homeless, the poor, and other minority groups who have a need that can be served by library access to information and technology. Early intervention with teens in these populations significantly increases their ability to succeed in life. By providing young adults from all walks of life with the same technology their peers might have access to at home, the library plays an equalizing role, helping teens emerge into society as adults equipped for success.

Reading Summary - Farmer (1992)

Young Adult Services in the Small Library by Lesley S.J. Farmer (1992)

This article is older, but I chose it because I wanted to  read something from the earlier days of technology in libraries. This is near the beginning of ubiquitious computing, and much of the article focuses on the need to "adapt to a changing technological world" - this sounds a lot like nearly every article I've read about libraries since the beginning of being in SLIS. It shows that librarians have been and remain vigilant about keeping libraries relevant and current.

Some suggestions made for running effective teen and young adult programs were:
1.) offer resources, displays, and programs reflecting a wide variety of ideas
2.) provide positive role models in real life and through resources
3.) encourage youth to get involved in the community, and provide opportunities for youth participation
4.) listen to youth, treat them with respect and dignity, and serve as facilitators and supporters
5.) collaborate with local institutions
6.) teach young adults the skills to locate and use information found in a variety of formats

The article also states that what YA services need is exactly what adult services entails, but with careful attention paid to the unique dynamics and interests of the YA community. They need readers' advisory, interlibrary loan, access to study space and meeting spaces, etc. The definition provided of young adults seems a bit more restrictive than modern standards - I feel like 12-18 would now be more like 13-21, but that could be due to the higher number of YA novels in recent years that appeal to a broader fanbase.

The rest of the article contains very practical information regarding budgeting, staffing, and planning - the importance of making sure to allot money, staff, time, and space for YA services, viewing them as an investment in the future of the library. I wholeheartedly agree with this. Keeping libraries relevant not only benefits the patrons, it benefits the librarians and staff by keeping them in jobs and keeping library science programs viable options.